Core principles of the academic policy ensure its implementation in the system of rules and attitudes.

1. The principle of conformity of the quality of educational activities of the university (learning and teaching) with world education standards.

In the context of this principle, the content and process of delivery of educational programs are being upgraded. Each educational program is designed to provide the proper level of qualification, measurable by the achieved learning outcomes. The content of the program, ensuring achievement of the results in the form of a system of qualification requirements, should be based on the scientific knowledge that is internationally recognized.
 

2. The principle of student-centered educational process.

This principle assumes that the educational process of the university meets following requirements:

- availability of the student-centered learning environment aimed at enhancing activities of instructors and students in order to meet their personal aspirations and social needs through effective learning activities;

- student-focused educational programs: achievement of the expected learning outcomes, claimed by the program curriculum, and competencies, required by the dynamically changing labor market;

- joint activity of instructors, students, employers in defining learning outcomes relevant to qualification requirements of higher education levels, needs of the modern labor market, achievement of which is ensured by modern scientific knowledge that has received international recognition;

- individualization of the learning process based on flexible educational paths;

- accessibility of higher and postgraduate education for all categories of citizens through ensuring greater inclusiveness.

 

3. The principle of interaction of education, science and production.

It ensures balance between the systemic content of an educational program, science and production (especially knowledge-intensive). Implementation of the principle is aimed at:


- increasing the number of the university’s educational programs of a practice-oriented type, developed on the basis of industrial frameworks and professional standards;


- development of educational programs for the priority sectors of the SPIID in accordance with industry standards of professional qualification;


- development of joint educational programs with leading foreign partner universities and research centers;

- increasing the number of interdisciplinary and trans-disciplinary disciplines in educational programs, aimed at deepening and expanding the scope of expected learning outcomes, that would increase competitiveness of graduates and can serve as the basis for the subsequent stages of personal education throughout life.

        

4. The principle of lifelong learning.

The implementation of this principle is ensured by:

- transferring credits that were earned during study at another universities, including foreign ones;

- recognition of qualifications awarded by foreign universities in order to help students achieve their new academic and professional goals;

- accessibility, openness and large-scaleness of higher education based on modern educational technologies (distance learning, through mass open online courses, etc.) for all categories of citizens;

- development of auto-evaluation skills and abilities to grow professionally, to determine their further own educational paths, to be ready for social and professional mobility.

 

5. The principle of internationalization of education.

Implementation of this principle is the broad range of types and forms of international academic activity of the university. It is best confirmed by the fact that the university is involved in the global educational process. The most promising and important for the university are:

- international accreditation of educational programs in agencies that are members of international European networks in order to ensure the quality of education;

- cooperation with foreign partner universities in delivery of joint educational programs (double degree education);

- increasing the percentage of foreign citizens studying at the university;

- attracting foreign specialists into the top management of the university and for teaching academic disciplines in English;

- academic mobility, both incoming and outgoing, of students and faculty members;

- export of educational services in the form of transnational and cross-border education. [1]

        

6. The principle of improving the social dimension of education.

This principle is aimed at ensuring equal conditions for all social categories of students to receive a quality education:

- openness and accessibility of education for all categories of citizens, support for students with disabilities;

- expanding the practice of inclusive education through modern educational programs for gifted people and people with disabilities;

- creation and implementation of variable learning models based on differentiation and individualization of educational process;

- formation of the inclusive educational environment based on special information and communication platforms to ensure equal access to educational resources and provision of pedagogical support and advisory assistance to students from socially vulnerable groups;

- creating equal conditions and barrier-free access to the place of classes for students with special educational needs (needs for special elevators, ramps, guiding, etc.);

- support for academic mobility of students from dysfunctional families and regions.

 

7. The principle of support for pedagogical innovations

Modernization of the content of educational programs has identified modern dominants in assessing the pedagogical activity of faculty members:

- ensuring achievement of the expected learning outcomes by relevant methods and techniques;

- generation of new research concepts and pedagogical innovations;

- motivation for self-improvement of faculty members, implementation of career paths and programs of academic mobility;

- abilities to develop and participate in the implementation of trans-disciplinary educational programs.




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[1] Transnational education involves introduction of educational programs in English for foreign students into educational activity of the university. Cross-border education implies promotion of the university’s educational programs in their traditional form to abroad through establishment of branches and representative offices of the university in foreign countries.